A set of predictive questions based on this year’s pre-release material, including short and long answers worth 75 marks in total. Recommended use- create an electronic copy for each student. Upload to your online class learning platform, along with a copy of the pre-release booklet. Students to spend a lesson answering the questions which can then be completed for homework. Answers can be electronically marked and improved upon in a follow-up lesson.

Lesson Aim: To gain a clear understanding as to how we can classify settlements within a hierarchy. Lesson Objectives: 1. To determine what a settlement hierarchy is. 2. To research specific examples of settlements that fit into the hierarchy. 3. To investigate the characteristics of a range of settlements in our local area. Resources included: *PowerPoint presentation * Lesson plan * Homework instruction sheet (Print the six slides as a single-sided handout) * Settlement hierarchies worksheet Lesson 3 of 10 from my scheme of work on Urban Geography/ Settlement . Also works as a stand alone lesson on settlement hierarchies. Fully differentiated with tasks for higher and lower ability pupils. This lesson is from a scheme of work that I have written for my Year 7 groups, but it could be easily adapted for Year 8 or 9. This lesson requires pupils to make use of: * Atlases * An O.S map of the local area. Three progress checks have been incorporated into this lesson.

Lesson Aim: To introduce students the workings of the DTM Lesson Objectives: 1. To work in pairs to familiarise yourself with the DTM 2. To produce your own copy of the DTM 3. To determine what the level of development is like at each stage of the DTM Resources included: *PowerPoint presentation containing hyperlinks * Lesson plan * Worksheet to accompany lesson Lesson 3 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. Can also be used as a stand alone lesson on the DTM. This lesson requires students to make use of: *The new AQA GCSE Hodder text book (Widdowson et al. 2016) * Optional lower ability additonal reading sheet- What is the Demographic Transition Model? (copy of p.204 of the Cambridge AQA GCSE text book) Differentiated with tasks for higher and lower ability students. Three progress checks have been incorporated into this lesson.

Lesson Aim: For students to gain a clear understanding as to how the car industry in the UK has become more sustainable. Lesson Objectives: 1. To identify the impacts the UK car industry has upon the environment 2. To establish how the UK car industry has become more sustainable 3. To determine the environmentally sustainable credentials of the Nissan Leaf. Resources included: *PowerPoint presentation including hyperlinks * Lesson plan * Impacts of the UK car industry card sort Lesson 18 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. Can easily work as a stand alone lesson. This lesson requires students to make use of: * The new AQA GCSE Hodder text book (Widdowson et al, 2016) - for lower ability differentiated task * Scissors & glue Differentiated with tasks for lower ability students. Three progress checks have been incorporated into this lesson.

Lesson Aim: To gain a clear understanding as to how nutrients are recycled within an ecosystem, through examination of the question 'how can a salmon become a tree?' Lesson Objectives: 1. To determine what the nutrient cycle is 2. To explain what decomposers and detritivores are 3. To speak with confidence about the role of salmon in the nutrient cycle of an Alaskan forest Resources included: PowerPoint presentation including hyperlinks to animated clips A4 nutrient cycle sheet (back to back with salmon life cycle diagram- to be laminated for future use) G&T/ More able additional reading material- how humans can influence the nutrient cycle Lower ability picture prompts- will also need scissors and glue if these are used (six sets provided) Lesson 2 of 10 from my new scheme of work on Biogeography (Ecosystems). Also works as a stand alone lesson on the nutrient cycle. Fully differentiated with resources and additional research tasks for lower and higher ability pupils. This lesson is from a scheme of work that I have written for my Year 8 groups, but it could easily be adapted for Year 7, 9 or even KS4. Three progress checks have been incorporated into this lesson.

Lesson Aim: To gain a clear understanding as to what deserts are and the ways in which plants have adapted to survive here. Lesson Objectives: 1. To draw a desert soil profile 2. To define the key terms xerophytic and succulent 3. To identify a range of desert plants and to establish how they have adapted to life here Resources included: *PowerPoint presentation including desert sky hyperlink . * Lesson plan * Desert plant adaptations card sort plus statement sheet Lesson 7 of 10 from my new scheme of work on Biogeography/ Ecosystems. Also works as a stand alone lesson on plant adaptations to life in hot deserts. Fully differentiated with resources and additional research tasks for lower and higher ability pupils. This lesson is from a scheme of work that I have written for my Year 8 groups, but it could be easily adapted for Year 7 or 9. This lesson requires pupils to make use of: *Heinemann 'Understanding GCSE Geography for AQA Specification A' (Bowen and Palmister, 2009) text book. * Scissors and glue. * Life on Earth – episode 5, Deserts- this is required for an optional plenary activity so is not essential. Three progress checks have been incorporated into this lesson.

Lesson Aim: To gain a clear understanding into the range of ways humans are having a negative impact upon coral reefs. Lesson Objectives: 1. To establish what coral is 2. To determine why coral reefs are important 3. To identify the main threats facing coral reefs Resources included: *PowerPoint presentation * Lesson plan * Seven ‘threats to coral reefs’ A4 cards, which should be laminated and stuck up around the room. * Lower ability worksheet- Threats to the coral reef table. Clipboards may also be useful. Lesson 7 of 10 from my new scheme of work on Biogeography/ Ecosystems. Also works as a stand alone lesson on threats to coral reefs. Fully differentiated with resources and additional research tasks for lower and higher ability pupils. This lesson is from a scheme of work that I have written for my Year 8 groups, but it could be easily adapted for Year 7 or 9. This lesson requires pupils to make use of: * Life on Earth- episode 9 (the shallow seas) Three progress checks have been incorporated into this lesson.

Suitable for Year 10/ 11 GCSE Geography groups. Objectives: To identify case study specifics that will lead to exam success! To consider some of the human and physical attractions in Kenya, in addition to the impacts of tourism here. To investigate some of the strategies that can be employed to manage tourism A fully resourced lesson based on access to the Heinemann text book 'Understanding GCSE Geography for AQA Specification A' (Bowen and Palmister, 2009) This lesson incorporates a high level of cooperative learning and contains differentiated roles and extension work. I originally planned this lesson during an Ofsted inspection but have since used it for a PM lesson observation. I found it worked best when spread over a double lesson but it could easily be split over two lessons if this is not an option. Resources include: * Lesson plan * Ppt. * Starter activity * Kenya Investigator instruction sheet * Kenya lower ability help sheet * Kenya Home Team instructions *Kenya A3 worksheet

Lesson Aim: To gain a clear understanding as to the relationship between climate and vegetation in tropical rainforests. Lesson Objectives: 1. To explain the climate of tropical rainforests. 2. To analyse the climatic characteristics of the tropical rainforest. 3. To investigate ways in which plants have adapted to the climate here. Resources included: PowerPoint presentation including hyperlinks to video clips Lesson plan Lower ability helpsheet- convectional rainfall diagram. Photocopy this as a handout with 4 slides per page to save paper. Lesson 5 of 10 from my new scheme of work on Biogeography/ Ecosystems. Also works as a stand alone lesson on the climate of tropical rainforests. Fully differentiated with resources and additional research tasks for lower and higher ability pupils. This lesson is from a scheme of work that I have written for my Year 8 groups, but it could be easily adapted for Year 7 or 9. This lesson requires pupils to make use of: • New Basics text book- p.136 • Heinemann 'Understanding GCSE Geography for AQA Specification A' (Bowen and Palmister, 2009) text book. • Life on Earth- Episode 8, Jungles (4:35-10:30 mins) Three progress checks have been incorporated into this lesson.

Lessons include: 1. Introduction to ecosystems 2. How can a salmon become a tree? The nutrient cycle 3. Biomes 4. What are the characteristics of tropical rainforests? 5. Climate in tropical rainforests 6. How are animals adapted to life in hot deserts? 7. How are plants adapted to life in hot deserts? 8. Threats facing ecosystems- coral reefs 9. Biogeography end of unit test 10. Unit review lesson SoW includes: * Detailed lesson plans including regular progress checks * Powerpoint (52 slides) to accompany lessons, complete with hyperlinks to various websites and videos * A range of supporting worksheets and differentiated material- each lesson is differentiated for both less and more able students. You will also require access to: • Heinemann 'Understanding GCSE Geography for AQA Specification A' (Bowen and Palmister, 2009) text books • Wider World textbooks (old or new) • Atlases • New Basics text book- p.136 • Life on Earth- Episode 8, Jungles, episode 5, Deserts, episode 9- The Shallow Seas This is one of my favourite units to teach to my year 8 groups, however it could easily be adapted for Year 7 or Year 9.

Lesson Aim: To define key terms and work together to determine the suitability of different sites for a settlement. Lesson Objectives: 1. To define the key terms of settlement, site, situation and function 2. To establish the factors that were important when selecting early settlement sites 3. To work together to determine the best site for your tribe Resources included: * PowerPoint presentation, including hyperlink for additional research for more able * Lesson plan * Settlement card sort including lower ability differentiated version * Six tribal settlement role sheets (print using six different colours of paper and laminate for repeat use) Lesson 1 of 10 from my scheme of work on Urban Geography. Also works as a stand alone lesson on what makes a good site for a settlement. Fully differentiated with resources and additional research tasks for lower and higher ability pupils. This lesson is from a scheme of work that I have written for my Year 7 groups, but it could easily be adapted for Year 8 or 9. Three progress checks have been incorporated into this lesson.

Lesson Aim: To gather case study specific information based on the way in which tourism in Tunisia (a NEE) has helped to reduce the development gap. Lesson Objectives: 1. To establish why tourists visit Tunisia 2. To identify the ways in which tourism has reduced Tunisia’s development gap 3. To investigate the sustainability of tourism in Tunisia Resources included: *PowerPoint presentation including hyperlinks * Lesson plan Lesson 9 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. This can also work as a stand alone lesson. This lesson requires students to make use of: * The new AQA GCSE Hodder text book (Widdowson et al, 2016) Differentiated with suggested tasks for more able students. Three progress checks have been incorporated into this lesson.

Lesson Aim: For students to familiarise themselves with the location of Nigeria and to establish the political, social, cultural and environmental context in which it is placed. Lesson Objectives: 1. To establish where Nigeria is located 2. To describe how Nigeria’s natural environment varies within the country 3. To investigate Nigeria’s economic, social, cultural and political context. Resources included: *PowerPoint presentation including hyperlinks * Lesson plan * Introducing Nigeria worksheet Lesson 10 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. Can also easily work as a stand alone lesson. This lesson requires students to make use of: * The new AQA GCSE Hodder text book (Widdowson et al, 2016) Differentiated with tasks for higher and lower ability students. Three progress checks have been incorporated into this lesson.

Lesson Aim: To gain a clear understanding as to how migration is a consequence of global variations in development Lesson Objectives: 1. To define key terms associated with migration 2. To categorise a range of migrants 3. To identify push and pull factors operating on Syrian refugees Resources included: *PowerPoint presentation including hyperlinks * Lesson plan Lesson 6 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. Also works as a stand alone lesson on migration as a consequence of uneven development. This lesson requires students to make use of: * The new AQA GCSE Hodder text book (Widdowson et al, 2016) * Migration handout- p.211 of the new Cambridge GCSE course book (photocopy and laminate a class set) Differentiated tasks included. Three progress checks have been incorporated into this lesson.

Lesson Aim: To gain a clear understanding as to how disparities in wealth and health are consequences are of global variations in development. Lesson Objectives: 1. To explain the problems caused by disparities in wealth 2. To determine how poverty is killing mothers in Lesotho 3. To compare healthcare in Lesotho and the UK Resources included: *PowerPoint presentation including hyperlinks * Lesson plan including homework task * Worksheet- Lesotho and the UK Lesson 5 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. Also works as a stand alone lesson on the consequences of uneven development. This lesson requires students to make use of: * The new AQA GCSE Hodder text book (Widdowson et al, 2016) Differentiated with tasks for higher and lower ability students. Three progress checks have been incorporated into this lesson.

Lesson Aim: To gain a clear understanding as to where global variations of development occur. Lesson Objectives: 1. To recap the nine development indicators defined last lesson. 2. To identify global variations To establish what the limitations of the indicators may be 3. To establish what the limitations of the indicators may be Resources included: *PowerPoint presentation * Lesson plan Lesson 2 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. This lesson follows on from lesson 1- 'What does global development look like?' This lesson requires students to make use of: *The new AQA GCSE Hodder text book (Widdowson et al. 2016) * It also requires the downloading of ten specific maps (specified in the lesson plan) from the world mapper website; these should be blown up to A3 size in colour and laminated for repeat use. Differentiated with tasks for higher and lower ability students. Three progress checks have been incorporated into this lesson.

Lesson Aim: To understand the main characteristics of the tropical rainforest biome. Lesson Objectives: 1. To establish why tropical rainforests are important. 2. To produce an annotated poster outlining the characteristics of the tropical rainforest biome. 3. To summarise the main characteristics of the tropical rainforest. Resources included: PowerPoint presentation including hyperlinks to video clips Lesson plan Lower ability helpsheet- TRF image sheet for poster activity G&T additional research annotations to be included for poster activity (laminated cards, to be collected back in) Lesson 4 of 10 from my new scheme of work on Biogeography/ Ecosystems. Also works as a stand alone lesson on the characteristics of tropical rainforests. Fully differentiated with resources and additional research tasks for lower and higher ability pupils. This lesson is from a scheme of work that I have written for my Year 8 groups, but it could be easily adapted for Year 7 or 9. This lesson requires pupils to make use of the Wider World textbook in addition to the green Heinemann 'Understanding GCSE Geography for AQA Specification A' (Bowen and Palmister, 2009) text book. Three progress checks have been incorporated into this lesson.

Lesson Aim: To gain a clear understanding as to why there are global variations in development Lesson Objectives: 1. To establish the limitations of the DTM 2. To establish the causes of uneven development 3. To make recommendations as to which indicator should be improved to bring the biggest improvements in development. Resources included: *PowerPoint presentation including hyperlinks * Lesson plan Lesson 4 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. This lesson can also work as a stand alone lesson. This lesson requires students to make use of: * The new AQA GCSE Hodder text book (Widdowson et al, 2016) * Blank A3 paper Differentiated with tasks for higher and lower ability students. Three progress checks have been incorporated into this lesson.

Lesson Aim: For pupils to understand that there are global variations in development. Lesson Objectives: 1. To interpret photographs taken in a rural Indian village to establish the quality of life and standard of living 2. To establish what the world map of development looks like 3. To define key development terms Resources included: *PowerPoint presentation * Lesson plan * Worksheet *Homework sheet- this requires addition of Figure 17.4 from p.251 of the new Hodder AQA GCSE text book, or a similar map showing the distribution of low income countries, newly emerging economies and high income countries (as categorised by the World Bank) Lesson 1 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. This lesson can work as a stand alone lesson on global development, however ideally it goes with Lesson 2 - 'Social and economic development indicators'. This lesson requires students to make use of: * The new AQA GCSE Hodder text book (Widdowson et al, 2016) Differentiated with tasks for higher and lower ability students. Three progress checks have been incorporated into this lesson.

Lesson Aim: For students to gain a clear understanding as to what types of aid exist and the impacts on Nigeria Lesson Objectives: 1. To determine the different types of aid that exist. 2. To identify the impacts aid has had upon Nigeria. 3. To establish whether Nigeria still needs aid. Resources included: *PowerPoint presentation including hyperlinks (I have had to compress this as the file is quite large) * Lesson plan * Types of aid worksheet Lesson 14 of 21 from my new scheme of work on The Changing Economic World for the new AQA GCSE Geography. Can easily work as a stand alone lesson. This lesson requires students to make use of: * The new AQA GCSE Hodder text book (Widdowson et al, 2016) * Blank A3 paper Differentiated with tasks for higher and lower ability students. Three progress checks have been incorporated into this lesson. Homework task included.